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Liberal Education in Twenty-First Century Engineering

Responses to ABET/EC 2000 Criteria


David F. Ollis, Kathryn A. Neeley and Heinz C. Luegenbiehl

Twenty-first century engineering education must meet radically revised national accreditation standards, known colloquially as EC2000. This book shows paths forward for all faculty involved in the «liberal education» of engineering undergraduates. Beginning with an exhortation for liberal education, it includes the EC2000 criteria and its historical origin, as well as example institutional and individual responses to these criteria – which include topics in communication, ethics and professional responsibility, contemporary issues, art and aesthetics, and the integration of engineering and the humanities. The variety of curricular responses presented indicate that this is a formative – perhaps even revolutionary – period in engineering education.
Contents: Samuel C. Florman: Prologue: The Civilized Engineer – Edward Alton Parrish: Liberal Education and Engineering Criteria 2000 – Lance Schachterle: Liberal Education Responds: Discussing ABET 2000 within a Humanities Division – Carolyn R. Miller: Reuniting Wisdom and Eloquence within the Engineering Curriculum – Kathryn A. Neeley: To Arrive Where We Started and Know the Place for the First Time? Re-visioning Technical Communication – Leslie Perelman: Creating a Communication-intensive Undergraduate Curriculum in Science and Engineering for the Twenty-first Century – John Brown: Refashioning the First-year Introductory Course on Communication Skills and Engineering Practice – Charles C. Adams: The Role of the Humanities in Distinguishing Science from Engineering Design in the Minds of Engineering Students – Heinz C. Luegenbiehl/Donald L. Decker: The Role of Values in Teaching Design – Heinz C. Luegenbiehl: Engineering Ethics Education for the Twenty-first Century: Topics for Exploration – Joseph R. Herkert: Integrating Engineering, Ethics, and Public Policy: Three Examples – Michael E. Gorman/Julie M. Stocker/Matthew M. Mehalik: Using Detailed, Multimedia Cases to Teach Engineering Ethics – Edward Wenk, Jr.: Teaching Engineering as a Social Science – Craig Gunn: Orienting Engineering Students to Contemporary Issues through a Broader Perspective – John Krupczak: Reaching Out across Campus: Engineers as Champions of Technological Literacy – Ann Brown: The Museum in the Classroom: Technology in Art – Kathryn A. Neeley: The Aesthetics of Engineering: Toward an Integrated View of Engineering Design – Barbara M. Olds/Ronald L. Miller: Integrating Humanities and Engineering: Two Models for Achieving ABET Criteria 2000 Goals – Heinz C. Luegenbiehl: Responding to ABET 2000: A Process Model for the Humanities and Social Sciences – Joseph R. Herkert: STS for Engineers: Integrating Engineering, Humanities, and Social Sciences through STS Courses and Programs – Scot Douglass: Teaching Students, Not Texts: The Utility of the Humanities in Fulfilling ABET 2000 Criteria – Ann Brown/Steve Luyendyk/David F. Ollis: Implementing an English and Engineering Collaboration – Marshall M. Lih: The Parable of Baseball Engineering – Joseph R. Herkert: A Multidisciplinary Course on Technological Catastrophes – Charles W. N. Thompson: Prolegomena for Evaluation of Multidisciplinary Student Teams – John P. O’Connell/Mark A. Shields/Eugene R. Seeloff/Timothy C. Scott/Brian Pfaffenberger: Professional Development at the University of Virginia: Attributes, Experiences, ABET 2000 and an Implementation – O. Allan Gianniny, Jr.: A Century of ASEE and Liberal Education (or How Did We Get Here from There, and Where Does It All Lead?).